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resources. Particularly interesting are the case descriptions of 41 superior children.

The last topic in the book deals with the use of mental tests for vocational guidance. Here Terman gives the chief results of testing various adult groups with the Stanford Scale. These groups include firemen, policemen, express-company employees, motormen and conductors, business men, college students, tramps and hoboes. The chief value of the work would seem to be the suggestion that it gives us of the amount of intelligence required in various walks of life. Eventually we may be able to determine the minimum amount of intelligence required for different occupations and to advise a boy against 'entering an occupation for which he does not possess the requisite amount of intelligence.

This brief survey of the main topics of the book will indicate the practical nature of the work and its usefulness for the teacher. We have now definitely entered upon a period where mental tests are regarded as a necessary adjunct to intelligent supervision in our schools, and it behooves every teacher to become acquainted with the problem. For the psychologist the book is valuable for the data presented. Although many of the results have already appeared in various psychological journals, they will be more accessible in the present book form. The attitude of the author as to what mental tests will and will not do is sane and sound, and the book will give the student of sociology the best up-to-date presentation of the problem of mental testing and some of its applications.

OHIO STATE UNIVERSITY

RUDOLF PINTNER

Problems of the Secondary Teacher. By WILLIAM JERUSALEM, PH.D. Translated by CHARLES F. SANDERS. Boston: Richard G. Badger, 1918. Pp. 253. $1.75.

The author is given on the title-page as "Professor of Education, University of Vienna," but much of his career, he says, was spent in "the practical life of a pedagogue," and he often refers to the teachers of whom he writes as his colleagues. His spiritual forebears are Goethe, Schiller, Plato, Foerster, Sophocles, Paulsen, Kant, Herder, and Socrates, in order according to the number of references after their respective names in the index.

According to the sociological interpretation which he favors, "general education implies the sum total of social requirements" (p. 30).

The aim is to train "to intellectual independence and moral responsibility" (p. 79). Then follow inferences about the curriculum and the method of instruction. There are eleven pages on pupil selfgovernment (pp. 183-93), citing especially American experience. Here is an interesting passage:

Man, once he has matured, no longer accepts laws and institutions without question. . . . . This gives rise to the battle of the individual struggling for the freer exercise of his powers against every kind of social bondage, a battle which began over two thousand years ago, manifested itself in the most varied forms and is not yet at an end [p. 168].

The book is an excellent one of which we of England and America may begin the reunion of our minds with those of our late enemies, because it comes to us with a fresh statement of ideas such as would become a teacher in an English "public school" or an American academy. The style is clear and the book is readable for one that is fundamentally theoretical.

STATE NORMAL SCHOOL
OSHKOSH, WIS.

F. R. CLOW

The Aims of Teaching in Jewish Schools: A Handbook for Teachers. By RABBI LOUIS GROSSMANN, D.D. Teachers' Institute of the Hebrew Union College, Cincinnati, 1919. Pp. 245. $1.50. Dr. G. Stanley Hall, who contributes the Introduction, pronounces this "by far the best treatise on religious pedagogy that has anywhere yet appeared. It places religious education on its proper scientific and constructive basis." Something over half of the volume is devoted to the successive stages in the child's advancement from the kindergarten to the eighth grade. The latter part is devoted to special phases such as the use of stories, the textbook, the Hebrew language, music, etc. The discussions are rather general to constitute a "handbook," but they make good reading for anyone who is interested in recent pedagogy and modernist religion, as the following samples will testify:

The child should not be troubled by "principles." . . . . Modern pedagogy has driven all abstract formulas out of the school-room and forbids the teaching of "creed" in any subject. The object of education is to establish habits of conduct; we do not operate schools in the interest of abstract "truths" [p. 112].

The God-fact develops in the child just as his own ego develops. God is not any longer outside. He begins to be inside of the life. God ceases to be

spectacular, as it were, a Great Being in the Heavens..

spirit within us [p. 133].

God is the

It is the duty of the Religious School teacher to make himself conversant with the work his pupils are doing during the week. . . . . Every teacher should supply himself with a copy of the "Course of Study" of the local public schools and familiarize himself with it [p. 150].

Hollow preaching has damaged the usefulness of the religious schools. There has been too much pious talk and not enough real teaching; too much story telling and moralizing and vacuous praying and hymn-droning, and not enough of training and building (p. 155.]

The test of a good lesson is not whether the pupil knows it, but whether it has stirred his inner life [p. 197].

Child worship may not contain references to sin and contrition, for these subjects are not a part of child religion; the child has no sense of sinfulness and should not have it [p. 218].

STATE NORMAL SCHOOL
OSHKOSH, WIS.

F. R. CLOW

Intervention in Mexico. By SAMUEL GUY INMAN. New York: Association Press, 1919. Pp. 243. $1.50.

This is a popular exhibit of social conditions and progressive forces in Mexico and of the unsettling influence of foreign capital-a plea for understanding, patience, non-intervention, and for educational assistance.

The author contends that progress under the indomitable nationalist, Carranza, is being made as rapidly as any nation has ever effected reconstruction after a great social revolution. Mexico needs chance to work out her own salvation. Confidence in the United States has been revived during the war. This can be legitimately exploited for business and international good will. Intervention would not help Mexico and would alienate the South American countries. The press should print only the truth.

D. H. K.

Education for Character; Moral Training in the School and Home. By FRANK CHAPMAN SHARP, PH.D. Indianapolis: BobbsMerrill Co., 1917. Pp. xiv +453. $1.25.

The proper place for moral education is wherever it can be given. For the task is at once enormously difficult, and one which is vital to human society [p. 3].

Faithful to this maxim, the author devotes the earlier half of the book to moral education given incidentally in connection with the existing

work of the schools. There are chapters on "The Teacher as a Friend," "The Discipline of the School," "Pupil Government," "Mutual Aid in Class Work," "Moral Training through the Extra-Curricular Activities of the School," "Moral Instruction through the Existing Curriculum," "Moral Instruction through Biography." Here in fifteen chapters is two hundred and fifty pages of matter which would be valuable to any teacher.

Part III, "Moral Instruction," includes the last two chapters just named, but only the three chapters of it next following treat of "The Systematic Study of the Conduct of Life" as a separate branch in the curriculum. It is supplemented in the Appendix by "A Program of Moral Instruction" arranged for Grades I-VIII.

The closing chapter is "Moral Education in the Home."

STATE NORMAL SCHOOL

OSHKOSH, WIS.

F. R. CLOW

The New Spirit in Industry. By F. ERNEST JOHNSON. New York: Association Press, 1919. Pp. 95. $0.75.

A fairly good presentation of some of the recent tendencies in industrial management and control, the book fails to mention, however, such significant experiments as at Rock Island Arsenal or at the Midvale Iron and Steel plant. Worth perusal.

D. H. K.

Christian Internationalism. By WILLIAM PIERSON MERRILL. New York: The Macmillan Co., 1919. Pp. 193. $1.50.

This little book, written before the close of fighting and published in December of last year, is a well-argued earnest attempt to lay the foundation of internationalism on the basis of Christianity. Nietsche discarded Christianity as a world-power because it would not fit into his scheme of world-power; Tolstoi discarded the world because it would not fit into his scheme of Christianity. But Christianity as expressed in internationalism, that is, in true democracy as against autocracy, should save the world. Patriotism is preserved within the bounds of internationalism; it is not really patriotic to be chauvinistic. Strong as was the nationalistic spirit of the Hebrews, the Old Testament yet urges that God is a God of principles rather than of nations and the spirit of the New Testament is exactly that brotherly love which should make war impossible.

A permanent alliance in order to insure the preservation of peace was proposed by Tom Paine about the time Kant published his noteworthy tract on "Enduring Peace." Lord Castlereagh went to the Council of Vienna resolved to attempt the formation of a league of nations to preserve peace, a scheme which became distorted into the autocratic Holy Alliance. But the idea has persisted, though derided by militarists and treated as visionary even by those who approved of it. It is time now that the Christian world realized that such a league, embodying internationalism, is the only means to save the soul of Christianity itself and of the world at large.

Such in outline is the argument of this readable little book. It is convincing from the modern Christian point of view and it does not blink the difficulties and objections that arise practically. These are carefully considered in the eighth chapter, under the caption "Problems Confronting Internationalism." The author, while recognizing the great obstacles encountered, persuasively insists that faith and hope may remove them. It is an ideal to which we should pledge ourselves, let practical men object as they will; for, as Lord Robert Cecil remarked, "Practical men never accomplish anything." It is the idealist alone who has bettered the world. This book should be read particularly by those members of Congress who set nationalism, under the guise of patriotism, in opposition to the internationalism embodied in the League of Nations. But it is a book also for every thoughtful citizen to ponder over. The reviewer regrets that he cannot wholly agree with the author in his effort to show that Christianity has always been synonymous with internationalism. Christianity is a growth; in other words, it does not mean to us what it did to the early church. This growth is a gain but it is not primitive Christianity; it is a great improvement on it. It is in truth the widest possible application of the best thought of primitive Christianity, but in that application too much has to be read into the original form by Dr. Merrill to satisfy the historic sense. The author thinks that Christ, when he says, "If any man compels you to go a mile with him, go two miles," really means that the pacifist ought to fight for internationalism. The moral is excellent but the illustration is not convincing. Internationalism means a great deal more than brotherly love, more in fact than Christ had in mind at any time. It would perhaps have been sufficient to show that internationalism is in accord with Christian principles. The author, however, rather inclines to insist upon "Christian Internationalism," as if the cause of internationalism were one with that of the Christian church.

S. WASHBURN HOPKINS

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